The Arts · Grade 2 · Art History and Community Connections · Term 4

Art in Our Community

Students will identify and discuss different types of art found in their local community, from sculptures to street art.

• Ontario Curriculum Expectations
• VA:Cn11.1.2a

About This Topic

Indigenous Arts and Traditions are a vital part of the Ontario curriculum, emphasizing the importance of First Nations, Métis, and Inuit perspectives. In Grade 2, students learn that Indigenous art is often deeply connected to the land, storytelling, and the preservation of history. They explore symbols, such as the beaver, the sun, or the turtle, and learn that these are not just pictures, but carriers of traditional knowledge and treaty relationships.

It is crucial to teach this topic with respect and authenticity, acknowledging the diversity of Indigenous cultures across Canada. Students learn about materials like birch bark, beads, and stone, and how these reflect a relationship with the natural environment. This topic comes alive through active listening to Indigenous stories and collaborative discussions about the importance of 'cultural respect', understanding that some symbols and stories belong to specific families or nations.

Key Questions

1. Differentiate between various forms of art found in our community.
2. Analyze how local art reflects the culture and history of our neighborhood.
3. Predict how a new piece of public art might change a community space.

Learning Objectives

• Identify at least three different types of public art found in the local community.
• Compare and contrast the materials and purposes of two distinct pieces of community art.
• Explain how a specific piece of local art reflects a historical event or cultural tradition.
• Predict how the addition of a new mural might alter the atmosphere of a public space.

Before You Start

Elements and Principles of Design

Why: Students need a basic understanding of elements like line, shape, and color to identify and discuss art.

Introduction to Visual Arts

Why: Familiarity with different art materials and basic art forms is helpful before exploring community art.

Key Vocabulary

Sculpture	A three-dimensional work of art, often made from stone, metal, wood, or clay, that can be found in parks or public squares.
Mural	A large painting applied directly to a wall or ceiling surface, often telling a story or decorating a building.
Street Art	Visual art created in public locations, usually unsanctioned, which can include graffiti, stencils, and paste-ups.
Public Art	Art created for and placed in public spaces, accessible to everyone, such as statues, fountains, or installations.

Watch Out for These Misconceptions

Common Misconception

Students may think Indigenous art is only from the 'past.'

What to Teach Instead

Show works by contemporary Indigenous artists (e.g., Christi Belcourt or Norval Morrisseau). Discussion about how these artists use traditional symbols in modern ways helps students see Indigenous cultures as vibrant and ongoing.

Common Misconception

Children might try to 'copy' sacred symbols in their own art.

What to Teach Instead

Teach the difference between 'inspiration' and 'appropriation.' Use peer discussion to explore how we can honor Indigenous art by learning about it, rather than copying it without permission.

Active Learning Ideas

Inquiry Circle: Natural Materials

Provide samples of materials used in traditional Indigenous arts (e.g., cedar bark, smooth stones, faux sinew). In small groups, students touch the materials and discuss why an artist living in a specific part of Canada might choose them.

25 min·Small Groups

Think-Pair-Share: The Power of Symbols

Show a piece of art featuring a traditional symbol (like an Inukshuk or a Medicine Wheel). After learning its meaning, students share with a partner why that symbol might be important for a community to remember.

15 min·Pairs

Gallery Walk: Indigenous Art Styles

Display images of Woodland style painting, Inuit stone carving, and Métis beadwork. Students move around to find 'connections', like similar colors or themes of nature, and discuss how each style tells a different story.

20 min·Small Groups

Real-World Connections

• Local city planners and arts councils commission public art projects, like the 'Water Lilies' sculpture in High Park, Toronto, to beautify neighborhoods and attract visitors.
• Community art studios, such as the Art Gallery of Hamilton's outreach programs, work with local artists to create murals that reflect the history and diversity of their neighborhoods.
• Graffiti artists, like those whose work is featured in Toronto's Graffiti Alley, use public spaces as a canvas to express social commentary or artistic ideas.

Assessment Ideas

Exit Ticket

Provide students with a handout showing images of different types of community art. Ask them to label each image with its art type (e.g., mural, sculpture) and write one sentence describing where they might see it in their community.

Discussion Prompt

Show students a photograph of a well-known piece of local public art. Ask: 'What story or feeling does this artwork communicate about our community? How do you think it makes people feel when they see it?'

Quick Check

As students walk around their school grounds or neighborhood (with supervision), have them take photos or sketch one example of public art they find. They should then share with a partner what type of art it is and why they think it was placed there.

Frequently Asked Questions

How can active learning help students understand Indigenous arts?

Active learning encourages 'relational' learning, which is central to many Indigenous worldviews. By engaging in 'collaborative investigations' of materials and symbols, students aren't just memorizing facts; they are thinking about the relationship between the artist, the land, and the community. This hands-on, discussion-based approach fosters a deeper sense of respect and helps students appreciate the living nature of these artistic traditions.

What is an Inukshuk?

An Inukshuk is a stone landmark or cairn used by the Inuit and other peoples of the Arctic region. They are used for navigation, as a point of reference, or to mark a place of respect.

How do I teach this topic respectfully?

Always use resources created by Indigenous authors and artists. Avoid 'craft' projects that mimic sacred items (like headdresses). Instead, focus on appreciating the stories and the artists' skill.

What is the 'Woodland Style' of art?

The Woodland Style, popularized by Norval Morrisseau, features bold outlines and 'X-ray' views of animals and people, showing their internal spirits and connections.